CURRICULUM DEVELOPMENT IN VOCATIONAL HIGH SCHOOL
(SMK) OF THE INTERNATIONAL STANDARD SCHOOL PILOT
(RSBI):
A study at SMK RSBI Automotive Engineering

Agus, Budiman
(2012)
CURRICULUM DEVELOPMENT IN VOCATIONAL HIGH SCHOOL
(SMK) OF THE INTERNATIONAL STANDARD SCHOOL PILOT
(RSBI):
A study at SMK RSBI Automotive Engineering.
International Conference on Vocational Education and Training (ICVET) 2012.
ISSN 977-23017-14009

Abstract

Vocational High School (SMK) of The International Standard School Pilot (RSBI) is a school that meets all
national education standards (SNP) that is enriched with a certain quality advantages derived from OECD
member countries or other developed countries. These standards include: (1) content standards, (2) competency
standards, (3) process standards, (4) standards of educators and educational staff, (5) facilities and infrastructure
standards, (6) management standards, (7) financial standards, and (8) assessment standards. According to
government regulation, SBI curriculum is based on content standards and standards of competency that is
enriched with the standards of OECD member countries or other developed countries. The curriculum contains
programs that are prepared in the form of competencies that will be implemented in the learning. Under the
influence of internal dan external factors, then the curriculum should be developed. The purpose of curriculum
development SMK RSBI is to achieve relevance and flexibility in the form of graduates are absorbed in the word
of work and can adapt to the conditions in the workplace. Curriculum development in SMK RSBI involved
various stakeholders including schools, governments, universities, and the work of the world. Based on the
parties involved, determining the curriculum content can be done with various approaches. These approaches are
philosophical, introspection, DACUM, task analysis, Delphi techniques, and other approaches. Based on
government regulation and varous approaches in determining the curriculum content, curriculum development in
SMK RSBI can be done with an approach that involved the world of work as a largest stakeholder. Curriculum
development in SMK RSBI was done by defining the philosophy, identifying competencies, designing and
implementing learning process, and assessment.
Keywords: curriculum development, vocational high